The study aimed to identify effective pedagogical models, socio-emotional approaches, and digital platforms for enhancing pedagogical tolerance and learning motivation among future teachers. The methodology included a comparative analysis of pedagogical models, a quasi-experimental study conducted from February to May 2024 at the Kyrgyz State University named after I. Arabaev and the International University of Innovation Technologies with the participation of 84 students, and the development of an algorithm for increasing pedagogical tolerance and motivation. The main findings demonstrated that the integrated application of a competence-oriented approach, socio-emotional learning, and gamified teaching methods with the incorporation of digital platforms leads to a significant increase in pedagogical tolerance and students’ intrinsic motivation. According to the Teacher Tolerance Scale, the proportion of students with high scores (4-5 points) increased on average by 25-35% compared with baseline values, particularly in terms of readiness to work with learners from diverse cultural, social, and individual backgrounds. Based on the Academic Motivation Scale, an increase in intrinsic motivation was observed, while indicators of active learning and independent knowledge acquisition rose by 20-35%. The level of amotivation decreased by approximately 10%, as the proportion of high amotivation scores (4-5 points) for items 10 and 14 declined from 25% to 15% and from 20% to 10%, respectively. The average lecturer assessments according to the criteria of professional competence increased from 3.0-3.3 to 4.5-4.7, with the most significant improvement observed in Ability to Organise Inclusive Learning Activities and Engagement in Teamwork. Observations indicated that students enhanced their communicative activity, the effectiveness of team interaction, the capacity for independent planning, and the ability to conduct reflective analysis of pedagogical practice. The developed algorithm for enhancing pedagogical tolerance and motivation provides a structured representation of sequential actions, tools, and expected outcomes. The study may be applied by lecturers in teacher education universities, methodologists in professional development centres, administrators of educational institutions, and researchers in the field of pedagogical education